Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

What is Boxlight and how do you use it? -DP

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

My kids are zero screens so throwing it back to the family doesn’t work in this case, the problem is schools.

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

Anonymous wrote:

Anonymous wrote:I teach in a Title I school with a huge population of EMLs. Eureka is good, CKLA is fine but not great for many them, but it’s actually the pacing guide that MCPS requires us to follow is how our kids end up with gaps. It moves too fast. And I know this is controversial, but I think classes should be grouped by ability and they should switch for different subjects. If a kid is good at math then they go to a higher math classroom at math time. The way it’s divided that there is a big range of abilities in each class means that none of the kids are really getting what they need.

I completely agree. I student taught years ago in a 3rd grade classroom. The three classroom teachers gave pre-tests for each math unit and then they sent kids who had mastered that topic to one teacher. The other two teachers had the kids who still needed more practice and the very low students who still had gaps. The lowest class was the smallest one and had the special ed teacher (and me) in it. It wasn’t always the same exact kids in each group. It depended on their prior knowledge of the math topic. It worked out well for everyone.

Anonymous wrote:

Anonymous wrote:I teach in a Title I school with a huge population of EMLs. Eureka is good, CKLA is fine but not great for many them, but it’s actually the pacing guide that MCPS requires us to follow is how our kids end up with gaps. It moves too fast. And I know this is controversial, but I think classes should be grouped by ability and they should switch for different subjects. If a kid is good at math then they go to a higher math classroom at math time. The way it’s divided that there is a big range of abilities in each class means that none of the kids are really getting what they need.

I’m curious what grade you teach? I’m a 5th grade teacher at a high FARMS school, and the pacing and rigor in Eureka in years above our kids. It seems to be fine in primary for our school, but once the kids reach 4th, the language demand increase a lot. In addition, the 5th curriculum is dependent on full memory of the 4th grade curriculum which our kids don’t come in with. We can get the kids to pass tests, but not to understand the concepts. For example, we are just finishing up the 2nd module that has students divide with 2 digit divisors with and without decimals, including estimating and reasoning (understanding that the quotient of 45.9 and 9 will be 10 times greater than the quotient of 45.9 and 90). Our kids are so far from that. Can they divide? Sure, well, if they make lists of multiples. Can they reason and do the word problems? Not even close.

Anonymous wrote:MoCo parents do a lot of outside of school math supplementation with tutors and classes.

At what age do you recommend starting this? (Since you agree that it's impossible to do differentiation in math classes with a wide range of student abilities.)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

DP it is not my imagination that my kids' teacher used YouTube videos instead of reading books to kids in kindergarten. My kid memorized the sound effects.

Maybe offer to buy the books the teachers need for them so they don’t need to find them online.

I would be happy to buy anything the teachers ask for, but approaching the teacher months later when my kid tells me what's going on and saying "Hey I heard you are showing kids YouTube videos of common children's books instead of reading them in person, I am happy to buy it for you" seems passive aggressive and not likely to go well for me.

This post makes me laugh at the discrepancy within our county. You’ll buy a read aloud book that will be read once a year, yet the parents in my school can’t purchase pencils. Teachers cannot and should not be expected to pay for a real aloud book that is used 1x a year. The school should provide it. If it’s not in the building, then we use the next best option.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

DP it is not my imagination that my kids' teacher used YouTube videos instead of reading books to kids in kindergarten. My kid memorized the sound effects.

Maybe offer to buy the books the teachers need for them so they don’t need to find them online.

I would be happy to buy anything the teachers ask for, but approaching the teacher months later when my kid tells me what's going on and saying "Hey I heard you are showing kids YouTube videos of common children's books instead of reading them in person, I am happy to buy it for you" seems passive aggressive and not likely to go well for me.

This post makes me laugh at the discrepancy within our county. You’ll buy a read aloud book that will be read once a year, yet the parents in my school can’t purchase pencils. Teachers cannot and should not be expected to pay for a real aloud book that is used 1x a year. The school should provide it. If it’s not in the building, then we use the next best option.

Agree the school should provide books (that’s crazy that this needs to be said). Why doesn’t it? Why does it invest all of its money on tech instead?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

DP it is not my imagination that my kids' teacher used YouTube videos instead of reading books to kids in kindergarten. My kid memorized the sound effects.

Maybe offer to buy the books the teachers need for them so they don’t need to find them online.

I would be happy to buy anything the teachers ask for, but approaching the teacher months later when my kid tells me what's going on and saying "Hey I heard you are showing kids YouTube videos of common children's books instead of reading them in person, I am happy to buy it for you" seems passive aggressive and not likely to go well for me.

This post makes me laugh at the discrepancy within our county. You’ll buy a read aloud book that will be read once a year, yet the parents in my school can’t purchase pencils. Teachers cannot and should not be expected to pay for a real aloud book that is used 1x a year. The school should provide it. If it’s not in the building, then we use the next best option.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

DP it is not my imagination that my kids' teacher used YouTube videos instead of reading books to kids in kindergarten. My kid memorized the sound effects.

Maybe offer to buy the books the teachers need for them so they don’t need to find them online.

I would be happy to buy anything the teachers ask for, but approaching the teacher months later when my kid tells me what's going on and saying "Hey I heard you are showing kids YouTube videos of common children's books instead of reading them in person, I am happy to buy it for you" seems passive aggressive and not likely to go well for me.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does parent advocacy have any chance of reducing the use of screens in schools or even in an individual classroom?

Zero chance. And a question to ponder..... Does teacher advocacy have any chance of reducing the use of screens at home????

Also...my students are rarely on their Chromebooks. Is that where the parent concerns are? Are you all going to fight for their to be less screen use in college too? Teaching students how to properly utilize screens is important. It's part of life.

I use the Boxlight to teach with bc it's efficient and engaging. I'm not showing them YouTube videos all day long on it or anything....

DP it is not my imagination that my kids' teacher used YouTube videos instead of reading books to kids in kindergarten. My kid memorized the sound effects.

Maybe offer to buy the books the teachers need for them so they don’t need to find them online.

Anonymous wrote:

Anonymous wrote:I teach in a Title I school with a huge population of EMLs. Eureka is good, CKLA is fine but not great for many them, but it’s actually the pacing guide that MCPS requires us to follow is how our kids end up with gaps. It moves too fast. And I know this is controversial, but I think classes should be grouped by ability and they should switch for different subjects. If a kid is good at math then they go to a higher math classroom at math time. The way it’s divided that there is a big range of abilities in each class means that none of the kids are really getting what they need.

I’m curious what grade you teach? I’m a 5th grade teacher at a high FARMS school, and the pacing and rigor in Eureka in years above our kids. It seems to be fine in primary for our school, but once the kids reach 4th, the language demand increase a lot. In addition, the 5th curriculum is dependent on full memory of the 4th grade curriculum which our kids don’t come in with. We can get the kids to pass tests, but not to understand the concepts. For example, we are just finishing up the 2nd module that has students divide with 2 digit divisors with and without decimals, including estimating and reasoning (understanding that the quotient of 45.9 and 9 will be 10 times greater than the quotient of 45.9 and 90). Our kids are so far from that. Can they divide? Sure, well, if they make lists of multiples. Can they reason and do the word problems? Not even close.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do you truly feel about the horrible behaviors that are now being left in the classroom?

And the complete failure of modern parenting.

Many parents do a good job.

Sounds to me like she is saying only the girl parents do. 🙄

Anonymous wrote:I teach in a Title I school with a huge population of EMLs. Eureka is good, CKLA is fine but not great for many them, but it’s actually the pacing guide that MCPS requires us to follow is how our kids end up with gaps. It moves too fast. And I know this is controversial, but I think classes should be grouped by ability and they should switch for different subjects. If a kid is good at math then they go to a higher math classroom at math time. The way it’s divided that there is a big range of abilities in each class means that none of the kids are really getting what they need.